How it feels to have PDA

Good evening everyone!  

It's now been a fair few months since I was last on here, and for a good reason too... I have had the pleasure of working at Aurora Poppyfield School from the end of January to keep me busy, which I can say is very similar to Grafham Grange. Only with a fewer behavioural challenges. Unfortunately, my time there has now come to an end after Easter break due to permanent staff being hired in each class.

During my time at Poppyfield, I got to expand my knowledge of SEMH and how it differently affects different pupils in each class. Much like in every previous SEMH school settings I have worked in after Grafham. Also during my time working at Poppyfield, I got to gain more skills in working with students who happen to have something called Pathological Demand Avoidance, or PDA for short.

There was this one boy in year 7, who I was working closely with a majority of my time at the school, who had a complex level of needs. All of which include, ASD, ADHD, SEMH, Trauma, SPD, and of course... PDA. Obviously, I will not be naming this person for identification protection reasons, but I can share with you what I have learned about PDA just from spending time with this pupil, and turning it into another insightful post.

So, many of you reading this now will no doubt be thinking: "What on earth is PDA all about? I've never heard of it before." I'd say, try working with a pupil with PDA, then you'll find out for yourself.

To answer that question, PDA is where a person will avoid doing tasks and/or following instructions given by another person. Particularly from teachers. Although, it is important to keep in mind that people with PDA are not trying to be difficult in any way at all when it comes to not doing what they are told to do. This is because many kids living with PDA, are often overpowered anxiety, and in order to for them to feel safe & secure, they need to be in control of everything they are doing. 

To phrase the above explanation shorter, kids with PDA are constantly living in "survival mode".

As a good example, I'll use the pupil at Poppyfield I was working a lot with. He would almost NEVER go into the classroom to do any work, as his mind is constantly in survival mode whilst at school. And given the amount of needs this pupil has to cope with all at once, the very small demand of doing a simple worksheet will plunge him into overwhelm overdrive.

As a result, this pupil will do things to his own agenda just to feel secure, and in control to help him survive the school day without feeling threatened by anything that triggers his PDA. Even if this includes playing games with him all day. With that said, it's vitally important to be able to build trust with PDA pupils before you can even think about getting them to do what YOU want them to do.

God forbid, I know I have certainly struggled with this, and will probably still do to this day if I get to work with any PDA pupils again in the nearby future.

I hope everyone has found this little piece of PDA expertise helpful. Bye for now!

*I began this post on the 13/4, but didn't finish it until the 14/4*

The SEND crisis

Hello everyone, hope you've all been keeping well. Thank god January is finally over, as I feel like it just drags on forever & ever. Even more crazier as to how we're in February already?!

Anyway, work has been rapidly picking up for me again, where I have been working in exactly 6 different schools alone for this month - Crazy isn't it?

One of the schools I have been working in (The Cambridge Primary School), where I have been working in for 4 days over the past 3 weeks, is actually a mainstream primary school in Hampshire. However, they are taking on SEN kids, as there are not enough SEN schools in the Hampshire area. And as the above title states, I will be talking about why the SEND is in crisis, as well as the many cons of SEN kids being in mainstream school settings.

For those of you who work in education, you will all know by now that the SEND is in a significant heap of trouble, as there are still far too many young people with SEN who are currently placed in the wrong school settings, or worse, currently out of a school setting due to nowhere nearby that will meet their needs.

This is because councils across the UK are running short on money to be able to provide more specialist education for SEN pupils. Moreover, specialist school settings cannot be built due to the financial difficulties that the councils face. As a poor result, so many young people are missing out on a normal education. 

As mentioned before, I work in education, and I have seen for myself the devastating impact that an unstable education can have on a young person. Let alone a young person with SEN. Going back to where I have been briefly working at The Cambridge Primary School, I have seen multiple kids there with varying SEN, who shouldn't even be placed in a mainstream school like this. But because of there not being enough SEN schools in Hampshire, or even in that part of Hampshire of where the said Primary School is located, they have no choice but to endure it.

It's utterly shameful, and something clearly must be done. The question is when?

If some kids who happen to have SEN can cope in a mainstream school, then good for them. Unfortunately, there are a majority of SEN kids who simply cannot function, let alone cope in a mainstream school due to a number of reasons. Bullying is the topmost one, as there are "normal" kids out there who do not understand SEN, or do have an understanding of SEN, but choose to mock kids with SEN anyway.

Another valid reason is some mainstream schools & school staff won't be able to accommodate SEN kids into their schools due to not having the relevant training or lesson resources to cater for SEN kids. 

All of the reasons explained will lead to SEN kids feeling unsafe & insecure, as well as potentially being set up to fail in later life. God knows, where they may end up going if this crisis continues.

The Department of Education, you have got an awful lot of mess to clean up. 

A year into working in education...

It's somehow the 1st of December already?! Which can only mean a few things... Christmas is on its way! As is my birthday (the big 25 coming up in 28 days😬), New Year & more importantly, the 5th anniversary of this blog being created! (I'll be sure to do a post on that😉)

Anyway, hope this final month of 2025 has gotten off to a good start for you all, whatever you're doing. I fortunately had the day to myself today, so that means I'll be able to make a post on here.

This was another post I was meant to do a couple of weeks ago, as it marks 1 whole year of me working in education, (8th of November 2024 to be more priciest).

As of such, I'd like to take a moment to reflect on my journey. This also will include what I've learned, what I've enjoyed & the downsides of being an agency LSA, if I've not mentioned them already.

Since I began college, I've always wanted a career where I can work with young people to understand their mindsets. It was there & then that I've wanted to go down a psychology degree route. Although at that stage, I was a few years away from considering about going to university to undertake a psychology degree. 

Fast forward onto March 2023, when I was 3 months away from finishing college, and where I got the job as a Saturday Youth Worker at Challengers, I got talked out of going to university by one of my college tutors. Half of the reason was because he went to university himself, and told me face-to-face that the university experience is really not as people make it out to be. He also added that obtaining a psychology degree would not mean anything by the time I've finished uni. 

Fast forward again onto November 2024, where I've gained over a year's experience of being a Youth Worker to vulnerable young people, I decided to apply to lots of LSA jobs through CV Library. I'll tell you what, I was very impressed with the fact that one agency was very quick at getting back to me within just 24 hours! 

Here I am a year on, and I'm sat here with all of this more in-dept knowledge of some SEN needs that I've never heard of before or not have much experience of working with SEN needs that I do know of. For example, SEMH is definitely one of them. I'm sat here typing this, where I feel like I'm an expert with understanding SEMH, as I've gained so much experience & knowledge of how SEMH impacts a young person. As most of you know by now, I am best known for working at a SEMH school for 6 months, where I've found a fond passion of working with vulnerable young people who have experienced trauma in their early stages of life.

I have also worked in other education settings as well, where I got to put my expertise knowledge of SEMH, ASD & ADHD into good use. However, these have only been a couple of days here & a couple of days there kind of jobs, but it was still an enjoyable experience to get to work with different pupils with a variety of different SEN, as well as learn about how all of those SEN impacts these pupils nonetheless!

For those of you who are interested, here is a FULL list of all of the education settings that I have worked in over the past year:

• Bramley Oak Academy (for 1 day)
• Grafham Grange (now Bramley Grange Academy for 6 months)
• Gosden House (for 1 day)
• Merrist Wood College SEN department (1 week)
• Leith Hill School (3 days)
• Carwarden House (3 days)
• Pond Meadow (1 day)
• Brooklands School (1 day)
• Hollywater School (1 day)
• St Joseph's Trust (2 days)

I will be upfront & honest here by saying that I do find it frustrating that a few agencies I am now registered with, do not give me enough support when it comes to being placed into a school, where I intend to get more permanent work in. Especially if I really get on with the school & its pupils with needs that I have expertise in working with. Another thing I dislike, is where I will be specific to an agency that I do not want to be placed anywhere that I have little experience in. Biggest example would be in a school with non-verbal pupils. But they'll still do it anyway, all because they care about filling in staff gaps just so they can make their money for the day.

On a more positive note, I definitely like to think that I've been really successful in this industry so far! Especially how I've chosen not to go down the university route just for the purpose of getting a paper psychology degree at the end of it that doesn't mean much now in the career route I'm currently going down.